Thinking the Whole, Inhabiting Meaning: philosophy of education as a horizon in teacher education

Abstract

This paper analyzes the marginalization of Philosophy of Education in teacher education curricula, in the face of the growing emphasis on technical and operational competencies. It argues that the ability to grasp the whole has been gradually displaced from individuals in formation to specialized domains, undermining more critical and reflective approaches to teaching. Reinstating Philosophy at the center of this debate is a way to reconnect pedagogical knowledge with lived experience, calling for a sensitive listening to traditions, contexts, and meanings that permeate the educational act in times of fragmentation and performativity.